@article{ author = {}, title = {The Prestigious World University on its Homepage: The Promotional Academic Genre of Overview}, abstract ={In response to the competitive demands for establishing their international academic and financial credentials, the universities globally distribute some online introductory information about themselves. To this end, the university homepages have increasingly turned into the rhetorical space for the development of promotional academic texts in recent years. In this study, we examined university overview genre that provides the visitors with brief presentation of the simple facts while endorsing a specific perspective of the university and strengthening its position in the academic community. The corpus comprised 70 overviews extracted from the academic websites of the first top 500 universities. We analyzed and coded the texts to specify their overall rhetorical framework, functional moves and constituting steps, and optimal order of moves. The findings indicated that overview genre incorporates six obligatory moves including 'source of reputation', 'historical origin', 'current status of development', 'commitments, goals and orientations', 'global state', and 'services and supports'. Also, the results demonstrated that the academic genre did not follow a single, invariant pattern of sequenced moves in a clearly linear order. The findings further suggest that the nature of overview genre could be characterized by its twofold informative and persuasive functions. Finally, implications of the findings of the study are presented}, Keywords = {Key words: Genre analysis, Promotional academic genre, Overview genre, Move patterns}, volume = {19}, Number = {1}, pages = {1-34}, publisher = {Kharazmi University}, title_fa = {The Prestigious World University on its Homepage: The Promotional Academic Genre of Overview}, abstract_fa ={In response to the competitive demands for establishing their international academic and financial credentials, the universities globally distribute some online introductory information about themselves. To this end, the university homepages have increasingly turned into the rhetorical space for the development of promotional academic texts in recent years. In this study, we examined university overview genre that provides the visitors with brief presentation of the simple facts while endorsing a specific perspective of the university and strengthening its position in the academic community. The corpus comprised 70 overviews extracted from the academic websites of the first top 500 universities. We analyzed and coded the texts to specify their overall rhetorical framework, functional moves and constituting steps, and optimal order of moves. The findings indicated that overview genre incorporates six obligatory moves including 'source of reputation', 'historical origin', 'current status of development', 'commitments, goals and orientations', 'global state', and 'services and supports'. Also, the results demonstrated that the academic genre did not follow a single, invariant pattern of sequenced moves in a clearly linear order. The findings further suggest that the nature of overview genre could be characterized by its twofold informative and persuasive functions. Finally, implications of the findings of the study are presented}, keywords_fa = {Key words: Genre analysis, Promotional academic genre, Overview genre, Move patterns}, doi = {10.18869/acadpub.ijal.19.1.1}, url = {http://ijal.khu.ac.ir/article-1-2621-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2621-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {}, title = {Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus}, abstract ={This research intends to explore the efficacious English teachers’ goals and strategies to effectively manage their own as well as their students’ emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers’ goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students’ mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management}, Keywords = {Keywords: Emotion regulation,Regulation strategies, Efficacious teachers, EFL context,Culture}, volume = {19}, Number = {1}, pages = {35-72}, publisher = {Kharazmi University}, title_fa = {Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus}, abstract_fa ={This research intends to explore the efficacious English teachers’ goals and strategies to effectively manage their own as well as their students’ emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers’ goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students’ mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management}, keywords_fa = {Keywords: Emotion regulation,Regulation strategies, Efficacious teachers, EFL context,Culture}, doi = {10.18869/acadpub.ijal.19.1.35}, url = {http://ijal.khu.ac.ir/article-1-2622-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2622-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {}, title = {Promoting Metacognition in EFL Classrooms through Scaffolding Motivation}, abstract ={Planning, monitoring, and evaluating one’s performance constitute individuals’ metacognitive strategies. Recently, metacognition has been conceptualized not only at the individual level but also at pair and group levels. The concept of socially-shared metacognition has arisen based on the idea that group members observe, control, evaluate, and regulate each other’s actions to promote the group’s problem-solving. This article investigated the impact of motivational scaffolds on a group of Iranian EFL learners’ individual and socially-shared metacognition. Two groups of 30 female intermediate learners participated in this study.  In the experimental group, the participants received the teacher’s motivational scaffolds as she provided instructions and feedback throughout individual and collaborative oral and written tasks. On the other hand, the participants in the control group were asked to take part in the routine oral and written classroom activities. The participants’ think-aloud protocols in individual and pair activities were analyzed, and instances of metacognitive activities were identified. The data were analyzed through two Mann-Whitney U tests, and the results indicated that motivational scaffolds statistically significantly enhanced the use of metacognitive strategies at both inter and intra-individual levels. Implications for classrooms are discussed}, Keywords = {Keywords: Motivational scaffolds, Metacognition, Socially-shared metacognition}, volume = {19}, Number = {1}, pages = {73-98}, publisher = {Kharazmi University}, title_fa = {Promoting Metacognition in EFL Classrooms through Scaffolding Motivation}, abstract_fa ={Planning, monitoring, and evaluating one’s performance constitute individuals’ metacognitive strategies. Recently, metacognition has been conceptualized not only at the individual level but also at pair and group levels. The concept of socially-shared metacognition has arisen based on the idea that group members observe, control, evaluate, and regulate each other’s actions to promote the group’s problem-solving. This article investigated the impact of motivational scaffolds on a group of Iranian EFL learners’ individual and socially-shared metacognition. Two groups of 30 female intermediate learners participated in this study.  In the experimental group, the participants received the teacher’s motivational scaffolds as she provided instructions and feedback throughout individual and collaborative oral and written tasks. On the other hand, the participants in the control group were asked to take part in the routine oral and written classroom activities. The participants’ think-aloud protocols in individual and pair activities were analyzed, and instances of metacognitive activities were identified. The data were analyzed through two Mann-Whitney U tests, and the results indicated that motivational scaffolds statistically significantly enhanced the use of metacognitive strategies at both inter and intra-individual levels. Implications for classrooms are discussed}, keywords_fa = {Keywords: Motivational scaffolds, Metacognition, Socially-shared metacognition}, doi = {10.18869/acadpub.ijal.19.1.73}, url = {http://ijal.khu.ac.ir/article-1-2623-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2623-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {}, title = {An Investigation into the Individual Differences Correlates of Iranian Undergraduate EFL Learners’ Writing Competence: A Mixed Methods Approach}, abstract ={The present study adopted a mixed-methods research design and explored the role of a set of cognitive (i.e., aptitude and working memory) and motivational (i.e., self-regulatory capacity and self-efficacy beliefs) individual difference variables in the writing quality and composing behavior of 78 Iranian undergraduate EFL learners. The necessary data were collected through a series of instruments and both quantitative (e.g., multiple regression and t-tests) and qualitative (e.g., narrative construction and qualitative comparative analysis) techniques were used to analyze the data. The results of these analyses indicated that the construct of foreign language aptitude had the highest level of correlation and contributory potential to account for the writing competence of the learners. The composing process of learners with different individual characteristics was also compared and it was found that learners with high self-regulation capacity orchestrated and managed their composing behavior in more effective ways compared to their less self-regulated counterparts. Moreover, the narratives and qualitative comparative analysis provided some insights about how various individual characteristics might affect the composing behavior of the individual learners. Finally, it was suggested that consideration of individual differences in writing can reveal more subtle information about the causes of strengths and weaknesses of different learners and may enable the teachers to design and implement more effective instructions targeting their learners’ individual needs}, Keywords = {Key words: Individual differences, Writing competence, Composing process, Mixed-methods research}, volume = {19}, Number = {1}, pages = {99-140}, publisher = {Kharazmi University}, title_fa = {An Investigation into the Individual Differences Correlates of Iranian Undergraduate EFL Learners’ Writing Competence: A Mixed Methods Approach}, abstract_fa ={The present study adopted a mixed-methods research design and explored the role of a set of cognitive (i.e., aptitude and working memory) and motivational (i.e., self-regulatory capacity and self-efficacy beliefs) individual difference variables in the writing quality and composing behavior of 78 Iranian undergraduate EFL learners. The necessary data were collected through a series of instruments and both quantitative (e.g., multiple regression and t-tests) and qualitative (e.g., narrative construction and qualitative comparative analysis) techniques were used to analyze the data. The results of these analyses indicated that the construct of foreign language aptitude had the highest level of correlation and contributory potential to account for the writing competence of the learners. The composing process of learners with different individual characteristics was also compared and it was found that learners with high self-regulation capacity orchestrated and managed their composing behavior in more effective ways compared to their less self-regulated counterparts. Moreover, the narratives and qualitative comparative analysis provided some insights about how various individual characteristics might affect the composing behavior of the individual learners. Finally, it was suggested that consideration of individual differences in writing can reveal more subtle information about the causes of strengths and weaknesses of different learners and may enable the teachers to design and implement more effective instructions targeting their learners’ individual needs}, keywords_fa = {Key words: Individual differences, Writing competence, Composing process, Mixed-methods research}, doi = {10.18869/acadpub.ijal.19.1.99}, url = {http://ijal.khu.ac.ir/article-1-2624-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2624-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {}, title = {L2 Learners’ Enhanced Pragmatic Comprehension of Implicatures via Computer-Mediated Communication and Social Media Networks}, abstract ={Second or foreign language (L2) learners’ development of interlanguage pragmatic (ILP) competence to understand and properly interpret utterances under certain social and cultural circumstances plays a pivotal role in the achievement of communicative competence. The current study was designed to explore the effects of synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ACMC) course modules delivered through social media networks (SMN) on the development of the Iranian L2 learners’ comprehension of implicatures. The participants of the study were 90 English-as-a-foreign-language (EFL) undergraduate students attending three intact classes. The classes were randomly assigned to one control and two experimental (SCMC and ACMC) groups. An open-ended implicature comprehension test was used to assess students’ ILP development in this pretest-posttest comparison-group study. The control group received the traditional teacher-fronted instruction, and the S/ACMC groups received instruction via synchronous and asynchronous modules of SMNs for 4 months, respectively. Students’ attitudes towards the CMC-based courses were also sought. Split-plot ANOVA results indicated that both experimental groups developed significant ILP ability to comprehend and interpret L2 implicatures after the instruction; however, by comparison, the ACMC group improved more considerably. It is concluded that, first, comprehending L2 implicatures is not impervious to computer-mediated instruction and, second, different CMC affordances may result in differential ILP developmental effects in teaching L2 pragmatics. The findings can help L2 teachers decide how to use CMC affordances and SMN modules to raise L2 learners’ pragmatic awareness}, Keywords = {Keywords: Implicatures, Computer-mediated communication, Social media networks, Synchronous CMC, Asynchronous CMC modules }, volume = {19}, Number = {1}, pages = {141-180}, publisher = {Kharazmi University}, title_fa = {L2 Learners’ Enhanced Pragmatic Comprehension of Implicatures via Computer-Mediated Communication and Social Media Networks}, abstract_fa ={Second or foreign language (L2) learners’ development of interlanguage pragmatic (ILP) competence to understand and properly interpret utterances under certain social and cultural circumstances plays a pivotal role in the achievement of communicative competence. The current study was designed to explore the effects of synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ACMC) course modules delivered through social media networks (SMN) on the development of the Iranian L2 learners’ comprehension of implicatures. The participants of the study were 90 English-as-a-foreign-language (EFL) undergraduate students attending three intact classes. The classes were randomly assigned to one control and two experimental (SCMC and ACMC) groups. An open-ended implicature comprehension test was used to assess students’ ILP development in this pretest-posttest comparison-group study. The control group received the traditional teacher-fronted instruction, and the S/ACMC groups received instruction via synchronous and asynchronous modules of SMNs for 4 months, respectively. Students’ attitudes towards the CMC-based courses were also sought. Split-plot ANOVA results indicated that both experimental groups developed significant ILP ability to comprehend and interpret L2 implicatures after the instruction; however, by comparison, the ACMC group improved more considerably. It is concluded that, first, comprehending L2 implicatures is not impervious to computer-mediated instruction and, second, different CMC affordances may result in differential ILP developmental effects in teaching L2 pragmatics. The findings can help L2 teachers decide how to use CMC affordances and SMN modules to raise L2 learners’ pragmatic awareness}, keywords_fa = {Keywords: Implicatures, Computer-mediated communication, Social media networks, Synchronous CMC, Asynchronous CMC modules }, doi = {10.18869/acadpub.ijal.19.1.141}, url = {http://ijal.khu.ac.ir/article-1-2625-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2625-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {}, title = {L2 Teachers’ Explicit and Implicit Corrective Feedback and Its Linguistic Focus}, abstract ={Various studies have confirmed the influential role of corrective feedback (CF) in the development of different linguistic skills and components. However, little, if any, research has been conducted on comparing types of linguistic errors treated by teachers through CF. To bridge this gap, this study sought to investigate the linguistic errors addressed and the types of CF provided by teachers. To this end, the classes of 40 teachers teaching at the intermediate level were audio-recorded for two successive sessions. The detailed analysis of around 128 hours of classroom interactions showed that explicit correction was the most frequent CF type, accounting for 48.5 percent of all CF types provided, and recast was the second most frequently used CF type, constituting 29.5 percent of all CF types. All the other CF types (i.e. request for clarification, confirmation check, repetition, metalinguistic feedback, elicitation, and multiple feedback) constituted 22 percent of the CF. Repetition was the least frequently used CF type, amounting to 0.66 percent of the CF given by teachers. As to the linguistic focus of CF, pronunciation errors were found to be the mostly noticed target for teachers’ CF, constituting 47 percent of all errors addressed, while vocabulary was the least frequently addressed linguistic target, accounting for 17.5 percent of all errors. The study suggests that teachers prefer explicit corrective strategies over implicit ones and that they provide CF mainly to correct pronunciations errors. The study suggests that there is a need for change in the types of CF teachers use and the relative attention they assign to different linguistic error types they treat through CF}, Keywords = {Keywords: Corrective feedback, Explicit correction, Implicit correction, Linguistic feedback, Recast, Types of feedback}, volume = {19}, Number = {1}, pages = {181-206}, publisher = {Kharazmi University}, title_fa = {L2 Teachers’ Explicit and Implicit Corrective Feedback and Its Linguistic Focus}, abstract_fa ={Various studies have confirmed the influential role of corrective feedback (CF) in the development of different linguistic skills and components. However, little, if any, research has been conducted on comparing types of linguistic errors treated by teachers through CF. To bridge this gap, this study sought to investigate the linguistic errors addressed and the types of CF provided by teachers. To this end, the classes of 40 teachers teaching at the intermediate level were audio-recorded for two successive sessions. The detailed analysis of around 128 hours of classroom interactions showed that explicit correction was the most frequent CF type, accounting for 48.5 percent of all CF types provided, and recast was the second most frequently used CF type, constituting 29.5 percent of all CF types. All the other CF types (i.e. request for clarification, confirmation check, repetition, metalinguistic feedback, elicitation, and multiple feedback) constituted 22 percent of the CF. Repetition was the least frequently used CF type, amounting to 0.66 percent of the CF given by teachers. As to the linguistic focus of CF, pronunciation errors were found to be the mostly noticed target for teachers’ CF, constituting 47 percent of all errors addressed, while vocabulary was the least frequently addressed linguistic target, accounting for 17.5 percent of all errors. The study suggests that teachers prefer explicit corrective strategies over implicit ones and that they provide CF mainly to correct pronunciations errors. The study suggests that there is a need for change in the types of CF teachers use and the relative attention they assign to different linguistic error types they treat through CF}, keywords_fa = {Keywords: Corrective feedback, Explicit correction, Implicit correction, Linguistic feedback, Recast, Types of feedback}, doi = {10.18869/acadpub.ijal.19.1.181}, url = {http://ijal.khu.ac.ir/article-1-2626-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2626-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {}, title = {Discourse and Ideology Variation: A Critical Functional Approach To Mina Stampede News Reports}, abstract ={This paper takes a critical look at the news reports of the Islamic Republic of Iran and Saudi Arabia on Mina stampede. Previous studies have indicated that media discourse contributes to public opinion and ideology. Little, however, has been mentioned on how variation in media discourse affects the process. This study analyzed 24 news reports from the two countries from 24 to 31 September 2015 using the components of Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA). The results indicate differences in the reports from the two countries in using variation patterns which in turn have the potential of changing and monitoring readers` ideologies through influencing their opinions on the nature of power relations and interactional structures. The paper tries to contribute to the area of research on media discourse and ideology construction by arguing that discourse variation has not been sufficiently theorized. An attempt will also be made to offer a tentative theorization of such variation}, Keywords = {Keywords: Critical discourse analysis,Discourse variation, Iran, Mina stampede, Saudi Arabia, Systemic functional linguistics}, volume = {19}, Number = {1}, pages = {207-231}, publisher = {Kharazmi University}, title_fa = {Discourse and Ideology Variation: A Critical Functional Approach To Mina Stampede News Reports}, abstract_fa ={This paper takes a critical look at the news reports of the Islamic Republic of Iran and Saudi Arabia on Mina stampede. Previous studies have indicated that media discourse contributes to public opinion and ideology. Little, however, has been mentioned on how variation in media discourse affects the process. This study analyzed 24 news reports from the two countries from 24 to 31 September 2015 using the components of Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA). The results indicate differences in the reports from the two countries in using variation patterns which in turn have the potential of changing and monitoring readers` ideologies through influencing their opinions on the nature of power relations and interactional structures. The paper tries to contribute to the area of research on media discourse and ideology construction by arguing that discourse variation has not been sufficiently theorized. An attempt will also be made to offer a tentative theorization of such variation}, keywords_fa = {Keywords: Critical discourse analysis ,Discourse variation, Iran, Mina stampede, Saudi Arabia, Systemic functional linguistics}, doi = {10.18869/acadpub.ijal.19.1.207}, url = {http://ijal.khu.ac.ir/article-1-2627-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2627-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {Ahmadi, Hossein and Ghaemi, Farid and Birjandi, Parviz}, title = {The Effect of Output-based Task Repetition on EFL Learners’ Speech Act Production}, abstract ={This study investigated the effects of different output-based task repetition conditions on EFL learners’ speech act production. Three intact classes of English-major students constituted three instructional groups: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups engaged in the repetition of output-generation tasks. However, before the second performance of the task, the ETR group received input coupled with metapragmatic information, the ITR group received visually enhanced input coupled with a consciousness raising task, and the NTR group received no input. The results of a written discourse completion test (WDCT) revealed statistically significant gains in the learners’ performance from the pretest to the posttest in the ETR and ITR groups, but not in the NTR group. Moreover, the analysis of differences across the groups in the posttest revealed the superiority of the ETR over the ITR and NTR groups. The results suggest that output-based task repetition cannot enhance EFL learners’ speech act production ability unless learners are provided with input before the second performance of the task. Also when explicit and implicit instructional methods are integrated with output-based task repetition, the explicit approach is more effective than its implicit counterpart.}, Keywords = {Output, Metapragmatic information, Visual enhancement, Task repetition, Speech acts }, volume = {19}, Number = {2}, pages = {1-32}, publisher = {Kharazmi University}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.29252/ijal.19.2.1}, url = {http://ijal.khu.ac.ir/article-1-2726-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2726-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {Babaii, Esmat and Atai, Mahmood Reza and Shoja, Leil}, title = {A Comparison of Thematic Choices and Thematic Progression Patterns in the Research Articles of Well-established and Emerging Disciplines}, abstract ={Several studies have employed the theme-rheme construct to examine the generic profile of research articles (RAs). However, they have mostly focused on the subject matter and nature of disciplines, and other disciplinary characteristics as contextual factors which can impact the genre realization have not been considered in the discourse analysis research. This work, therefore, investigates thematic choices and thematic progression patterns in the RA in relation to the status of disciplines as well-established or emerging fields. To this end, a corpus of 240 RAs of mechanical engineering, biomedical engineering, horticulture, and environmental science were analyzed using Halliday’s (1994) framework of thematicity and McCabe’s (1999) model of thematic progression (TP). The results showed significant differences in the distributions of unmarked and marked themes as well as the patterns of thematic progression between the well-established and emerging disciplines. Based on the findings of this study, we suggest further consideration of the status of disciplines in discourse studies which can serve disciplinary research and contribute to the body of research on science. }, Keywords = {Thematicity, Thematic progression (TP), Research article (RA), Well-established disciplines, Emerging disciplines}, volume = {19}, Number = {2}, pages = {33-60}, publisher = {Kharazmi University}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.29252/ijal.19.2.33}, url = {http://ijal.khu.ac.ir/article-1-2727-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2727-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {Baniasad-Azad, Somayeh and Tavakoli, Mansour and Ketabi, Saee}, title = {EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement}, abstract ={This study investigated the nature of EFL teacher education programs with respect to implementation, practicality, and approach to teacher learning. The data were collected through observation of two teacher education programs and interviews with 8 teacher trainers. The results attested to the transmission orientation of the programs. It was found that a pre-specified body of teaching knowledge is transferred from the trainers to the teachers. Teachers’ creativity, prior knowledge, and experience, the role of teaching context, and the population of learners are not considered in program development. The results of interviews with teacher trainers supported the results of the observations. It was found that even the trainers are not involved in the process of program development, as they are only transmitting the materials presented by textbook authors. The findings also indicated that what teachers considered beneficial for their development was different from what was incorporated in the programs. The existing gap between macro plans and teachers’ practices and preferences results from the centralized education system in Iran in which practicing teachers are not involved in the policy-making process. Implications for teacher education in general and EFL teacher education programs in particular are discussed.    }, Keywords = {EFL Teacher education programs, English teachers, Teacher trainers, Teacher development}, volume = {19}, Number = {2}, pages = {61-86}, publisher = {Kharazmi University}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.29252/ijal.19.2.61}, url = {http://ijal.khu.ac.ir/article-1-2728-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2728-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {Chahkandi, Fatemeh and EslamiRasekh, Abbass and Tavakoli, Mansour}, title = {Micropolitics of School and EFL Teachers’ Professional Interests: The Case of Schools for Gifted Students in Iran}, abstract ={The aim of this qualitative study is to explore the role of the micropolitics of schools for gifted students in the EFL teachers’ professional interests in the workplace. Results of interviews revealed that to establish their professional interests, teachers involved in conflict and rivalry as well as collaboration and coalition. Furthermore, teachers’ micropolitical actions were interrelated with their efficacy beliefs. Self-interests such as public recognition and high visibility were sought as they provided a positive feedback on teachers’ professional behavior and substantiated their efficacy. Material interests such as the use of the smart boards, the Internet, and extra resources were further means through which they could present their informed and efficacious character to others. Organizational interests also confirmed teachers’ efficacy since only effective teachers were recruited in schools for gifted students. Teachers’ social interests achieved through developing affinity and rapport with others, particularly the principals, were the prerequisite for the establishment of all other professional interests. The findings were discussed with reference to the importance of fostering micropolitical literacy and the effect of information on school micropolitics on teachers’ ability to develop appropriate coping strategies.}, Keywords = {Micropolitics, Professional interests, Teacher efficacy, Power, School structure}, volume = {19}, Number = {2}, pages = {87-114}, publisher = {Kharazmi University}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.29252/ijal.19.2.87}, url = {http://ijal.khu.ac.ir/article-1-2729-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2729-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {Esfandiari, Rajab and Nouri, Razieh}, title = {A Mixed-methods, Cross-sectional Study of Assessment Literacy of Iranian University Instructors: Implications for Teachers\' Professional Development}, abstract ={Professionalism requires that language teachers be assessment literate so as to assess students’ performance more effectively. However, assessment literacy (AL) has remained a relatively unexplored area. Given the centrality of AL in educational settings, in the present study, we identified the factors constituting AL among university instructors and examined the ways English Language Instructors (ELIs) and Content Instructors (CIs) differed on AL. A researcher-made, 50-item questionnaire was constructed and administered to both groups: ELIs (N = 155) and CIs (N = 155). A follow-up interview was conducted to validate the findings. IBM SPSS (version 21) was used to analyse the data quantitatively. Results of exploratory factor analysis showed that AL included three factors: theoretical dimension of testing, test construction and analysis, and statistical knowledge. Further, results revealed statistically significant differences between ELIs and CIs in AL. Qualitative results showed that the differences were primarily related to the amount of training in assessment, methods of evaluation, purpose of assessment, and familiarity with psychometric properties of tests. Building on these findings, we discuss implications for teachers’ professional development.}, Keywords = {Assessment literacy, Content instructors, English language instructors, Professionalism}, volume = {19}, Number = {2}, pages = {115-154}, publisher = {Kharazmi University}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.29252/ijal.19.2.115}, url = {http://ijal.khu.ac.ir/article-1-2730-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2730-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {Kiany, Gholam Reza and Norouzi, Monireh}, title = {Towards a Task-Based Assessment of Professional Competencies}, abstract ={Performance assessment is exceedingly considered a key concept in teacher education programs worldwide. Accordingly, in Iran, a national assessment system was proposed by Farhangian University to assess the professional competencies of its ELT graduates. The concerns regarding the validity and authenticity of traditional measures of teachers' competencies have motivated us to devise a localized performance assessment scheme. Therefore, the present study aimed to develop a performance assessment scheme to be used as a benchmark for assessing the professional competencies of ELT graduates of this university. To this end, three assessment tasks and rating scales were developed, piloted, and administered. Next, Haertel's participatory approach was employed to set passing standards for the assessment tasks as well as the whole assessment scheme. Analysis of the data revealed inter-rater and intra-rater reliability coefficients of 0.85 and 0.89. The validity of the assessment scheme was also confirmed by experts' judgments made, to a large extent, on the correspondence between the target domain and test domain skills. Based on the results, the proposed assessment scheme is rendered more efficient and reliable in comparison to traditional tests with regard to the following dimensions: a) higher degrees of reliability and validity of the assessment scheme aimed at the improvement of licensure and program development; b) stronger evidence for inter-/intra- rater reliability and consistency of scoring; and c) an optimized and systematic procedure for setting passing standards based on the consensus of experts' judgments. It is believed that further development of the proposed assessment scheme unlocks its potential to be used as a large-scale teacher assessment model for Farhangian University.}, Keywords = {performance assessment, teacher evaluation, Farhangian University}, volume = {19}, Number = {2}, pages = {155-193}, publisher = {Kharazmi University}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.29252/ijal.19.2.155}, url = {http://ijal.khu.ac.ir/article-1-2731-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2731-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} } @article{ author = {Zafarani, Zohreh and Maftoon, Parviz}, title = {Investigating Dynamic Writing Assessment in a Web 2.0 Asynchronous Collaborative Computer-Mediated Context}, abstract ={This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary and syntactic complexity, and quantity of overall information presented in a single paragraph. That is to say, DA procedures are applicable via Web 2.0 tools and are advantageous to L2 learners’ writing suggesting that L2 practitioners and instructors should actively consider the integration of Web 2.0 technology into L2 education system using DA. Moreover, the collaborative pattern of interaction as compared to expert/novice, dominant/passive, and dominant/dominant patterns is found to be more conducive to fostering writing achievement in the asynchronous computer-mediated communication environment.}, Keywords = {Dynamic assessment, Web 2.0, Vocabulary complexity, Syntactic complexity, Quantity of overall information, Patterns of interaction}, volume = {19}, Number = {2}, pages = {195-240}, publisher = {Kharazmi University}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.29252/ijal.19.2.195}, url = {http://ijal.khu.ac.ir/article-1-2732-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-2732-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2016} }